Unit
Energy and Energy Resources
Local Objective
At the end of this unit, students will be able to...
a. Explain the relationship between energy and work.
b. Compare kinetic and potential energy.
c. Describe the different forms of energy.
d. Describe an energy conversion.
e. Give examples of energry conversions for the different forms of energy.
f. Explain how energy conversions make energy useful.
g. Explain the role of machines in energy conversions.
h. Explain how energy is conserved within a closed system.
i. Explain the law of conservation of energy.
j. Give examples of how thermal energy is always a result of energy conversion.
k. Explain why perpetual motion is impossible.
l. Name several energy resources.
m. Explain how the sun is the source of most energy on Earth.
n. Evaluate the advantages and disadvantages of using various energy resources.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by completing daily independent activities on the objectives of explaining the relationship between energy and work, comparing kinetic and potential energy, describing the different forms of energy, describing an energy conversion, giving examples of energry conversions for the different forms of energy, explaining how energy conversions make energy useful, explaining the role of machines in energy conversions, explaining how energy is conserved within a closed system, explaining the law of conservation of energy, giving examples of how thermal energy is always a result of energy conversion, explaining why perpetual motion is impossible, naming several energy resources, explaining how the sun is the source of most energy on Earth, and evaluating the advantages and disadvantages of using various energy resources.
2. At the end of the unit, students will complete a unit evaluation testing mastery of explaining the relationship between energy and work, comparing kinetic and potential energy, describing the different forms of energy, describing an energy conversion, giving examples of energry conversions for the different forms of energy, explaining how energy conversions make energy useful, explaining the role of machines in energy conversions, explaining how energy is conserved within a closed system, explaining the law of conservation of energy, giving examples of how thermal energy is always a result of energy conversion, explaining why perpetual motion is impossible, naming several energy resources, explaining how the sun is the source of most energy on Earth, and evaluating the advantages and disadvantages of using various energy resources.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Unit Exam | CR |
| Questions | CR |
Learning Activity
The students will:
1. Read a section on "What is Energy?" Discuss the relationship between energy and work, compare kinetic and potential energy, and describe the different forms of energy.
2. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
3. Read a section on energy conversions. Discuss what energy conversion is, examples of energy conversions for different forms of energy, how energy conversions make energy useful, and the role of machines in energy conversions.
4. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
5. Read a section on conservation of energy. Discuss how energy is conserved within a closed system, the law of conservation of energy, how thermal energy is always a result of energy conversion, and why perpetual motion is impossible.
6. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
7. Read a section on energy resources. Discuss several energy resources, how the sun is the source of most energy on Earth, and the advantages and disadvantages of using various energy resources.
8. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
9. End the chapter by reviewing their questions. Take a unit exam over the section Energy and Energy Resources. Questions will review the following objectives: the relationship between energy and work, comparing kinetic and potential energy, describing the different forms of energy, describing an energy conversion, giving examples of energry conversions for the different forms of energy, explaining how energy conversions make energy useful, explaining the role of machines in energy conversions, explaining how energy is conserved within a closed system, explaining the law of conservation of energy, giving examples of how thermal energy is always a result of energy conversion, explaining why perpetual motion is impossible, naming several energy resources, explaining how the sun is the source of most energy on Earth, and evaluating the advantages and disadvantages of using various energy resources.
Instructional Method
The teacher will:
1. Lecture and discuss "What is Energy?" Include specific topics such as the relationship between energy and work, compare kinetic and potential energy, and describe the different forms of energy.
2. Guide students during the answering of recall questions.
3. Lecture and discuss energy conversions. Include specific topics such as what energy conversion is, examples of energy conversions for different forms of energy, how energy conversions make energy useful, and the role of machines in energy conversions.
4. Guide students during the answering of recall questions.
5. Lecture and discuss the conservation of energy. Include specific topics such as how energy is conserved within a closed system, the law of conservation of energy, how thermal energy is always a result of energy conversion, and why perpetual motion is impossible.
6. Guide students during the answering of recall questions.
7. Lecture and discuss energy resources. Include specific topics such as several energy resources, how the sun is the source of most energy on Earth, and the advantages and disadvantages of using various energy resources.
8. Guide students during the answering of recall questions.
Content Standards
SC 7, SC 8, HP 6, SC 1
Process Standards
3.6, 3.8, 4.1, 2.3, 4.3, 3.7, 1.5, 3.5, 3.4, 3.3, 3.2, 3.1, 4.2
Resources
Holt Science & Technology "Forces, Motion, and Energy" (M)
Correction Exercise
Assignment Corrections
Tutoring/Peer Coaching
Enrichment Exercise
Chapter 5 Enrichment Pages
Special Needs
Assignment Modifications
Alternative Testing
Tutoring/Peer Coaching
GLEs v1.0
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| SC/1ME/2/F/07/c | Science | Properties and Principles of Matter and Energy | Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems | Energy can change from one form to another within systems, but the total amount remains the same | Grade 7 | Scope and Sequence Energy Transformations
Recognize energy is not lost but conserved as it is transferred and transformed
|
| SC/5ES/3/A/07/a | Science | Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) | Human activity is dependent upon and affects Earth s resources and systems | Earth s materials are limited natural resources affected by human activity | Grade 7 | Scope and Sequence Energy Transformations
Distinguish between renewable (e.g., geothermal, hydroelectric) and nonrenewable (e.g., fossil fuel) energy sources
|
| SC/7IN/1/A/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation | Grade 7 | Scope and Sequence - All Units
Formulate testable questions and hypotheses
|
| SC/7IN/1/B/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Determine the appropriate tools and techniques to collect data
|
| SC/7IN/1/C/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Evidence is used to formulate explanations | Grade 7 | Scope and Sequence - All Units
Use quantitative and qualitative data as support for reasonable explanations (conclusions)
|
| SC/8ST/1/C/06-08/a | Science | Impact of Science, Technology and Human Activity | The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs | Technological solutions to problems often have drawbacks as well as benefits | Grade 6-8 | Scope and Sequence - All Units
Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)
|
| SC/8ST/3/B/06-08/a | Science | Impact of Science, Technology and Human Activity | Science and technology affect, and are affected by, society | Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology | Grade 6-8 | Scope and Sequence - All Units
Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)
|
Objective Notes/Essential Questions
| Date | Note/Question |
| 6/18/2007 11:28:39 AM | Compare energy and work. What does one have to do with the other? What is the difference between kinetic and potential energy? Can you describe an object that has both? Give an example of an energy conversion that produces a useful result. Demonstrate the conversion of potential energy to kinetic energy by using a pendulum model. Think of an example other than the ones given in this section that illustrates the law of conservation of energy? What condition would have to exist for perpetual motion to be possible? Explain the process of fossil-fuel? Name the five types of energy that are considered renewable resources. |